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Discrete Library services for International students how can exclusivity lead to inclusivity

2. Project Group. Formed in December 2006 for SCONUL: Society of College, National and University Libraries in the UKKaren Senior (Chair)Head of Library, University of BoltonMoira BentNational Teaching Fellow, Faculty Liaison Librarian, Newcastle UniversityMarie ScopesSkills for Learning Consultant and Teaching Fellow, Leeds Metropolitan UniversityMamtimyn Sunuodula Middle East

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Discrete Library services for International students how can exclusivity lead to inclusivity

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    1. 1 Discrete Library services for International students – how can exclusivity lead to inclusivity? Moira Bent, Newcastle University Marie Scopes, Leeds Metropolitan University Karen Senior, University of Bolton

    2. 2 Project Group Formed in December 2006 for SCONUL: Society of College, National and University Libraries in the UK Karen Senior (Chair) Head of Library, University of Bolton Moira Bent National Teaching Fellow, Faculty Liaison Librarian, Newcastle University Marie Scopes Skills for Learning Consultant and Teaching Fellow, Leeds Metropolitan University Mamtimyn Sunuodula Middle East & East Asia Studies Librarian, Durham University

    3. 3 Project Remit Support needs of international students studying in UK Higher Education - focusing on libraries Not including students studying for UK qualifications in their own country Guidelines to be produced by the end of 2007 Overview of current practice in the sector Best practice distilled from research Case studies Annotated bibliography of useful resources

    4. 4 Definitions : international students “…we speak of international students when we mean students who have chosen to travel to another country for tertiary study … most of their previous experience will have been of other educational systems, in cultural contexts and sometimes in a language that is different from the one in which they will now study.” (Carroll & Ryan, 2005)

    5. 5 Definitions : internationalisation “the process of integrating an international/intercultural dimension into the teaching, research and service of an institution.” (Knight, J. & de Wit, H.) “higher education in Europe, if it wants to retain both the reputation and the reality of excellence in its teaching provision and its research, must open itself up to the wider world. It must internationalise. Opening up is a difficult business – starts in the head but has to finish in the heart. If universities cannot manage that adaptation and transition, if they cannot open their hearts to the outside world, then they have lost what they should be about.” (Coyne, D.)

    6. 6 Why now? Globalisation Competition New challenges from China & India European degrees taught in English Online degrees Employment & citizenship “Success will go to those institutions and countries that are swift to adapt, slow to complain and open to change.” (Schleicher, 2007)

    7. 7 The international student profile:UK In 2005/2006: 318,400 (44,000 EU) Over 260,000 paying up to Ł10,000 in tuition fees + living & housing costs: (Source THES 15/9/06) Amongst OECD Countries: UK market share 13.4% US market share 22% Australia market share 6% In 2004: 33% of UK Masters and 37% of PhDs completed by overseas students

    8. 8 The International student profile: world Global demand for HE international student places: 2003 – 2.1 million 2020 – 5.8 million USA, UK, Australia, New Zealand, Canada: 2003 – 1 million 2020 – 2.6 million (Bohm et al., 2004)

    9. 9 Perceived issues: library staff Increasing student numbers Wider variety of countries Changing student profile Changing disciplines Expectations Cultural backgrounds Educational experiences Skills

    10. 10 Perceived issues: international students

    11. 11 Perceived issues: international students

    12. 12 Research methodology Literature review Online surveys -UK Focus Groups with students Email lists/blogs Personal visits Library/ University websites review

    13. 13 Questionnaire results Policies 72% (36) of respondents said the University had an International Strategy/Policy but only 8% (4) said the Library had an International Strategy/Action plan? 25.5% (13) had a designated member of Library staff for international students and 76.9% of these spend less than a quarter of their time on this role

    14. 14 Questionnaire results Publications 13.7% (7) have publications aimed specifically at international students, with 3 of these in languages other than English Only 8% (4) of libraries had specific web pages for international students This was corroborated by the separate website survey.

    15. 15 Questionnaire results 70% (35) have staff development for library staff surrounding international student issues and services Common issues covered included: Cultural Awareness: 32 Customer care skills 27 Staff communication skills: 20 Language problems: 20 Strategies to deal with problems: 19 Learning styles: 15

    16. 16 Questionnaire results Internal university links Academic Departments: 40 International Office: 41 Departmental Committees: 23 Students Union: 21 Language Centre: 16 Faculties or Colleges 15 International Students Associations: 7

    17. Questionnaire results Commonly provided services Induction: 45 Information Skills: 37 One to one consultations: 36 Non-English newspapers and magazines: 25 Computing support for non-English languages: 12

    18. 18 Emerging themes Managing expectations Information before arrival Information on library web pages Library induction Information skills teaching

    19. 19 Emerging themes cont… Staff development Cross-cultural awareness training Encourage library staff to learn a language Plain English training Participation in diversity/international events

    20. 20 Emerging themes cont… Stock management Wider international perspective Access to international media

    21. 21 Emerging themes cont… Information Literacy Library induction Measuring competencies in information literacy Subject specific training embedded in curriculum One-to-one tutorials Understanding scholarly communication Ethical use of information Other support mechanisms

    22. 22 Emerging themes cont… Library as social space Student involvement and feedback Communication

    23. 23 Do we have to be exclusive to be inclusive? No Jargon free publications Improved access to library Good customer care Embedded information skills teaching Understanding of different learning styles and Yes Recognise and address needs Use sense of identity as communication tool Badge appropriate services

    24. 24 So what do you think? How does your experience compare with our survey results? Is it similar or quite different? Can you recommend examples of good practice? Is there anything else you want to comment on?

    25. 25 Contacting us Moira.Bent@ncl.ac.uk M.Scopes@leedsmet.ac.uk K.Senior@bolton.ac.uk

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